Search Results for
"deep learning"

The continuously evolving labor market increases the need to develop students’ employability competencies in higher education. Engaging in reflection is crucial for developing these competencies, as reflection supports students in learning from their experiences and identifying their skills gaps. Nevertheless, without guidance or structure, students find it challenging to engage in deep levels of reflection. Therefore, mentoring programs are frequently introduced to provide reflection-inducive conditions. Existing research has already demonstrated the positive relationship between mentoring and reflection but has not explored students' perceptions of which types of mentoring support actually induce reflection and how these relate to the depth and content of reflection. In this study, semi-structured interviews were conducted with 13 master's students in an employability-oriented mentoring program in higher education. Data were analyzed using direct content analysis and co-occurrence analyses. Results showed that autonomy support, empathy, trust, and availability especially induce student reflection. Regarding reflective depth, students mainly reflected on the levels of reflection and critical reflection. Psychosocial support (i.e., empathy, trust, and availability) especially evoked students’ critical reflection. All students reflected on non-cognitive and cognitive content, but only half of them were about affective content. Finally, the results suggested making a distinction between reflecting back, up, and forward, which is in line with the feedback literature (feedback, feedforward, and feed up). The findings add depth and specificity to the scientific discourse on mentoring and reflection in higher education, and provide practical guidance to mentors on how to stimulate reflection in students. © The Author(s) 2025.

This study aims to examine the effectiveness of a collaborative learning model integrated with a mobile learning-based learning Management System (LMS) in improving science competence among Biology Education students. A quasi-experimental design with a nonequivalent control group was employed, involving 108 students from the Biology Education Program at ISC Dili, Timor-Leste, divided equally into experimental and control groups. The experimental group received treatment using a mobile LMS-based collaborative learning approach, while the control group was taught using conventional methods. Data were collected through pretest and posttest instruments and analyzed using normality, homogeneity, independent t-tests, and N-gain analysis. The findings indicate a statistically significant improvement in the experimental group’s posttest scores (M = 81.69) compared to the control group (M = 68.13), with a significance level of p = 0.001. The N-gain score of 1.14 further confirms the higher effectiveness of the experimental intervention. This study concludes that collaborative learning supported by mobile LMS is significantly more effective than traditional methods in enhancing science competence. Practical implications suggest that educators and institutions should consider adopting mobile LMS-based collaborative learning to foster deeper engagement, critical thinking, and science mastery, particularly in digitally evolving educational environments. © 2025 by the authors; licensee learning Gate.

Transversal competences, such as flexibility, collaboration or critical thinking, are proving to be key not only in academic performance but also in professional and personal performance. In response to a growing demand for research and training in these competences, this study originates from a teaching innovation project at the University of Granada (Spain) with the aim of designing the base structure of a psycho-educational intervention aimed at undergraduate students at the Spanish public university. For this purpose, the European framework for Personal, Social and learning to Learn Key Competence, LifeComp, is used as the base line. This work proposes a coherent, pedagogically sound, general competence-based programme that blends with the official, more-specific competence-based curriculum, to deepen learning and proactively respond to the complex challenges our society is currently facing. In order to do so, different levels of proficiency for each of the nine LifeComp competences are suggested, as well as an outline for the design of the training action. This work has served as the basis for the creation of a psycho-educational training programme whose parallel study has been registered on www.clinicaltrials.gov under NCT05598944 and NCT NCT05775978 registries. The resulting programme is currently being taught to all undergraduate students at the University of Granada (Spain). © © 2025 Khaled Gijón, Ávalos Ruiz, de Rueda Villén and García de Quesada.

This research explores how learning Management Systems (LMSs) can facilitate the implementation of storytelling in project-based learning, with a focus on a first-year engineering (FYE) course. To address this objective, we propose a teaching approach that integrates pedagogical tasks into the Brightspace LMS, grounded in a story-based approach. A case study was conducted to evaluate the LMS's effectiveness in supporting both teaching and learning processes. Specifically, this study examines how the teaching model integrated with LMS scaffolds student engagement, promotes collaboration and deepens understanding of key engineering concepts. The findings indicate that LMSs, when strategically aligned with pedagogy, can transform classroom dynamics by fostering interactive, student-centered learning environments that reflect real-world engineering practices. This research underscores the value of maximizing LMS functionalities beyond basic content delivery, bridging gaps identified in prior studies regarding the limited use of LMS features in engineering education. © 2025 IEEE.

Achieving quality education is fundamental to enhancing individuals' lives and fostering sustainable development. By 2030, it is anticipated that the percentage of students attaining basic literacy levels by the end of primary school will rise from 51% in 2015 to 67%. In Mexico, 13.8% of young people face educational disadvantages, underscoring the urgent need for improvement. In this context, Industry 5.0 encompasses the collaboration between advanced technologies-such as Artificial Intelligence (AI)- and human expertise, including educators and students, to enhance the efficiency of teaching and learning. This paper aims to propose and validate a five-step methodology that integrates Design Thinking, Design of Experiments, and Artificial Intelligence to address a real-world challenge presented by a non-governmental organization (NGO). The challenge involves designing, constructing, and validating individual chairs and tables for 14 girls aged between 3 and 8 years, who are in vulnerable situations in Torreón. The research was conducted during the Design of Experiments for Engineering Innovation course at Tecnológico de Monterrey, involving 57 second-year engineering students. Students employed a 2k factorial design to optimize materials and structures, while AI tools enriched the processes of ideation, visualization, and prototype validation characteristic of Design Thinking. This methodological combination fosters innovation and sustainability in applied engineering. The findings demonstrate students' deep understanding of the significance of integrating these three approaches to tackle realworld problems with substantial social impact. First, significant differences were found in the level of understanding before and after the course regarding the Design Thinking (d=-1.875; p < 0.05), Design of Experiments (d=-2.232; p<0.05), Sustainability (d=-1.142; p <0.05), and Artificial Intelligence (d=-1.143; p < 0.05) approaches. Second, between 80% and 90% of students considered the integration of Design Thinking, Design of Experiments, sustainability, and AI to be quite or extremely useful across all dimensions. It was also observed that the learning dimensions most impacted by the proposed methodologies were innovation (96.4%), multidisciplinary work (96.4%), and the capacity to solve real-world problems (96.4%). Likewise, 87.5% of students believed that the integration of the methodologies had a significant or exceptional impact on the development of the challenge. Furthermore, this research contributes to the academic discourse by presenting a concrete case study of education in the context of Education 5.0 and Industry 5.0, highlighting novel pedagogical strategies, the adoption and integration of technology, as well as active, challenge-based, and personalized learning. It also emphasizes social and emotional development, sustainability, and collaborative partnerships. Collectively, this research offers a valuable and timely perspective on the application of Industry 5.0 in education, considering the technological evolution associated with this new industrial era. © 2025 IEEE.

Traditional assessment methods struggle to authentically capture the practical application of competencies in complex learning environments such as SEL (Social-Emotional learning) and CTE (Career and Technical Education). These fields require tools that go beyond self-reports or structured written assessments, which often miss the nuanced, context-driven ways students demonstrate skills. ZoneSight leverages generative AI to perform deep contextual analysis on unstructured data like audio and video, allowing for a richer, more flexible assessment of competencies that more closely reflect the authentic learning, while also introducing more objectivity and scalability to assessments in these fields. This paper presents early progress and preliminary results from ZoneSight, a tool designed to address this challenge by analyzing real interactions to extract insights into nuanced competencies, beginning with SEL. ZoneSight's scalable, psychometrically sound assessments align with the dynamic nature of SEL (current focus) and hold future potential for application in CTE environments. © 2025 IEEE.

This review critically examines recent teaching methods in computer network practicum and introduces augmented reality (ar) as a transformative enhancement. it begins by analyzing various traditional learning approaches used in computer network education, assessing their strengths and limitations. the review then highlights the potential of ar in revolutionizing the practicum learning experience. findings indicate that ar significantly boosts student engagement and understanding, particularly in applying course material to improve comprehension. ar's interactive and immersive qualities create a dynamic learning environment, fostering a deeper grasp of computer networking concepts. however, the review also identifies challenges in ar integration, including technical infrastructure needs, cost implications, and the necessity for educator training. addressing these, the article proposes thoughtful design considerations for ar-based practicums, emphasizing user-friendly interfaces, scalability, and effective integration with conventional teaching methods. The integration of AR in computer network practicums marks a notable advancement in educational technology, with broader implications for learning and technology fields. © 2025 Nirsal Nirsal; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.

This research evaluates student attitudes and perceptions towards online learning at a local institution in Fiji using critical success factors (CSFs), (1) student characteristics, (2) teacher characteristics, (3) learning environment and instructional design, and (4) support. Data was collected using quantitative research methodology. A validated online questionnaire was disseminated to the students and 436 students participated voluntarily. Once the data was collected, appropriate analysis was performed to evaluate the findings. The results indicated that the students perceived the four CSFs as influencing the success of online learning. Student characteristics, such as digital literacy, teacher characteristics, instant feedback, the quality and design of the learning environment, and institutional support were important for effective online learning. Additionally, the correlation analysis showed a significant relationship between the four CSFs. Evaluating critical success factors from the student perspective is essential for educational providers to gauge the effectiveness of the teaching and learning processes and improve them in the future. Educational institutions can leverage the CSFs identified in this study to assess the effectiveness of their online delivery and develop strategies to enhance the quality of online learning and teaching. © 2025 by the authors.

The integration of Failure Analysis (FA) into project-based learning (PBL) frameworks presents a transformative approach to engineering education, preparing students to handle real-world complexities and setbacks. This paper explores methodologies for embedding FA within engineering curricula, aiming to enhance students' critical thinking, problem-solving skills, and resilience. Through structured failure analysis exercises, including root cause analysis, simulation-based testing, and reflective assessments, students develop a deeper understanding of design processes and the factors leading to project failures. A comparative study between traditional PBL and FA-integrated PBL reveals significant improvements in students' ability to analyse and adapt their designs. The findings demonstrate that students engaged in FA not only exhibit increased confidence in addressing project challenges but also show measurable gains in technical skills and innovative thinking. This study underscores the pedagogical value of learning through failure, advocating for a curriculum shift that recognises failure analysis as an essential component of engineering education. © 2025 Akademi Sains Malaysia. All rights reserved.

This paper explores the application and efficacy of task-based teaching (TBT) methods within the context of internet-based distance learning for English, with a particular focus on integrating environmental education. Through an empirical study involving two groups of college students, the authors examine how TBT can enhance students' language proficiency, motivation, and engagement compared to traditional lecture-based instruction. Utilizing a mixed-methods approach, the findings indicate significant improvements in various aspects of language skills among students exposed to the TBT method. Moreover, the integration of environmental content into digital teaching materials not only enriches the learning experience but also raises awareness about critical global issues. This study highlights the potential of TBT in online environments as a transformative pedagogical tool that fosters deeper cognitive engagement, practical language application, and autonomous learning. © 2025 IGI Global. All rights reserved.